Table 1.
Context, Design and Key Themes of Included Studies. Table presents overview of study characteristics and includes details on: country; school type; socio-demographic profile of school; study participants; sample size at both school and individual level; qualitative research method utilised; health outcome assessed; key themes and concepts to emerge from study data
| Study | Country | School type | Profile of School | Participants | Sample size (schools; participants) | Research method | Health outcome | Key themes and concepts |
|---|---|---|---|---|---|---|---|---|
| Best (2006) [49] | UK | Secondary school | Not reported | Staff | Staff: n = 34 | Interview | Self-harm | (1) Different levels of awareness across staff; |
| (2) Range of staff’s interpretations of self-harm; | ||||||||
| (3) Panic and fear amongst staff during intervention; | ||||||||
| (4) Desire to relieve ‘the burden’ of intervening; | ||||||||
| Coombes et al. 2013 [50] | UK | Secondary school | 1 boys grammar school; 1 girls high school; 1 mixed sex grammar school; 2 mixed sex community colleges; Range of educational statements: 1–27; Range of students on CPR: 0–1; Range of male staff: 21 %–58 % |
Students | Schools: n = 5 | Focus group | Self-harm | (1) Omission of self-harm from the school curriculum; |
| Students: n = Not reported; | (2) Different levels of understanding across students; | |||||||
| Age:13–14 years; | ||||||||
| Mak (2011) [50] | Hong Kong | Secondary school | Not reported | Students | Schools: n = 3; | Interview | Suicide | (1) Pressure to be a high academic achiever; |
| Students: n = 30; | ||||||||
| Age 13–17 years; | ||||||||
| Males = 7, Females = 23 | ||||||||
| McAndrew & Warne (2014) [51] | UK | Secondary school | Not reported | Students | Students: n = 7; | Interview | Self-harm | (1) Bullying as a trigger factor; |
| (2) Importance of supportive teachers young people can talk to; | ||||||||
| Age 13–17 years; | ||||||||
| (4) Dismissive or disengaged staff; | ||||||||
| Females = 7 | ||||||||
| (3) Lack of information and support; | ||||||||
| Simm et al. (2008) [52] | UK | Primary school | Not reported | Staff | Schools: n = 6 | Interview with vignette | Self-harm | (1) Different levels of awareness across staff; |
| Staff: n = 15 | (2) Range of staff’s interpretations of self-harm | |||||||
| Simm et al. (2010) [53] | UK | Primary school | 2 co-ed schools; one girls-only school | Staff | Schools: n = 6 | Interview with vignette | Self-harm | (1) Different levels of awareness across staff; |
| (2) Range of staff’s interpretations of self-harm | ||||||||
| Staff: n = 15 | ||||||||
| (3) Frustration amongst staff during intervention; | ||||||||
| (3) Omission of self-harm from the school curriculum; | ||||||||
| (4) Conflicting views on inclusion of self-harm in the curriculum |